Kyle Losey

Professor Christine Knaggs

TED 407

5 December 2016

Rationale:

Standard: R.CM.04.01 connect personal knowledge, experiences, and understanding

of the world to themes and perspectives in text through oral and written responses.

This is the standard I am using for my assessment plan. I choose this standard
because I am able to cover many objectives through language arts with it. I really want
to give my students the chance to own their knowledge, and I believe that this
standard really promotes that idea.

Objectives

1. Student will be able to read and show his/her comprehension of the book Henry
and Ribsy
2. Student will be able to create a poster board project relating to a specific chapter
of the book
3. Student will be able to perform/act a scene from the story book

To go along with why I choose the standard I did, I choose my objectives for
similar reasons. I really wanted to promote a hands on learning environment for my
students that really focused the education around creativity.

Assessments

Students will be able to write a journal entry comparing how a certain part of a
story book relates to their own life.
This assessment covers Objective #1.
(Justification) This assessment will be able to show me if my students are
actually understanding what they read.
 Students will be able to create and present to the class a short summary
posterboard of an assigned chapter within a storybook. The presentation will
include a short summary of the chapter, a drawing that illustrates what happened
in that particular chapter and a short poem about what happened in the chapter.
This assessment covers Objective #2
(Justification) This assessment allows my students the chance to go
above and beyond with the knowledge and creativity.
Students will work together in a group to act out a scene within the storybook.
This assessment covers Objective #3
(Justification) This assessment was created to help keep my students
engaged with what they are learning.
Students will write about what they thought about a storybook; focusing on key
concepts such as what they liked, what they didnt like, what they learned and
what changes they would make to the story if they were the author.
This assessment covers Objective #1
(Justification) This assessment will be able to show me if my students are
actually understanding what they read.

My assessments all focus on the content of the book and what the students response is
to the story within. Each assessment allows them to think in different ways about the
book, and each assessment promotes different levels of creativity.

To keep my plan reliable/valid:

I created my assessments to reflect exactly what I am teaching about so they do

not have to worry about not knowing the information theyll be assessed on
All of my assessments tie in together and cover the same idea while promoting
different levels of thinking/learning.
 Table of Specifications:

TED 407 Table of Specifications

Process Dimension

Standard: R.CM.04.01 connect personal knowledge, experiences, and understanding

of the world to themes and perspectives in text through oral and written responses.

Knowledg Comprehen
Content Dimension Application Analysis Synthesis Evaluation
e sion
Students
Students will Students will
will be
be assessed be assessed
assessed
on their on their
on their Students
ability to ability to
Students will be able to ability to will be
show their apply what
write a journal entry recall assessed
knowledge they know
comparing how a accurate on the
and from the
certain part of a story informatio accuracy
comprehens book and
book relates to their n from the of their
ion of the from their
own life book compariso
book own life
through n
through experiences
what they
what they through what
write
write they write

Students will be able to Students will

Students Students will Students
create and present to be assessed Students
will be be assessed will be
the class a short on their will be
assessed on their assessed
summary posterboard ability to assessed
on their ability to on their
of an assigned chapter show their on the
ability to apply what ability to
within a storybook. The knowledge accuracy
recall they know accurately
presentation will and of the
informatio and learned correlate an
include a short comprehens analysis
n from the from the illustration
summary of the ion of the within
book book through to the
chapter, a drawing that book their
through their information
illustrates what through their presentati
their presentation/ within the
happened in that presentation on
presentati illustration storybook
particular chapter and a /illustration
short poem about what on/illustrat
happened in the ion
chapter.
Students
Students will
will be
be assessed Students will
assessed Students
on their be assessed
on their will be
ability to on their
ability to assessed
Students will work show their ability to
recall on their
together in a group to knowledge apply what
informatio creativity
act out a scene within and they know
n from the and
the storybook. comprehens and learned
book performanc
ion of the from the
through e of their
book book into the
observatio scene act
through the scene act
n of the
scene act
scene act
Students will write
Students
about what they Students will Students
will be Students will
thought about a be assessed will be
assessed be assessed
storybook; focusing on on their assessed
on their on their
key concepts such as ability to on how
ability to ability to
what they liked, what show their accurate
recall apply what
they didnt like, what knowledge their
informatio they know
they learned and what and thoughts
n from the and learned
changes they would comprehens and ideas
book from the
make to the story if ion of the are over
through book
they were the book the book
their
author.
Table/Illustration:

Formative Assessment-> Performance Assessment-> Objective Test

(Beginning of Assessment (During Assessment Plan) (After Assessment Plan)
Plan)

Formative Assessment:

Early Assessment Plan

Teacher: Kyle Losey

Grade Level: 4th-6th

How Much You Know Quiz: I created this quiz to find out if my students know the
proper steps in taking a paper-based assessment. One of the most important steps
before beginning any sort of paper-based assessment is to read the instructions
thoroughly. This quiz was created to show my students how important this step of the
assessment process is and to show me how many of my students will actually read the
instructions before starting the quiz.

Procedure: With the students already in their seats, I will pass out the quiz. Before
starting the 5 minute timer, I will instruct them to write their name and date on the blanks
and to read the instructions. I will immediately start the timer afterwards. Once the 5
minutes is up, I will collect each quiz and explain to my students what the purpose of the
quiz was. This will give me the opportunity to show how important it is to read the
instruction before taking any assessment.
Performance Assessment:

Poster-Board Presentation Rubric

Standard: R.CM.04.01 connect personal knowledge, experiences, and understanding

of the world to themes and perspectives in text through oral and written responses.
Assignment Summary: Students are assigned to create a poster-board and present
their finished product to the class. The poster-board should consist of the following:
Chapter summary of a previously assigned chapter
Drawing that illustrates what happened in the chapter
Poem that is relevant to the chapter
Student Objective: Students will be able to create a poster-board and show their
knowledge of chapter information through a class presentation of their completed
project.

Rubric:
Requirements Exceeds Meets Does Not Meet
Expectations Expectations Expectations

Has a Poster board is Poster board Poster board

poster-board colorful and is completed is incomplete
over their neatly All required One or more
assigned organized materials are required
chapter made All required attached materials are
up of all the materials are All materials missing
required attached and are related to Some or all
materials. properly the chapter materials are
spaced out assigned unrelated to
All materials the chapter
are related to assigned
the chapter
assigned

Has a summary Summary is Summary is Summary is

of their neatly laid out attached to incomplete
assigned and provides a poster board or not
chapter great and describes attached to
included on description of what the poster
their what happened happened in board.
poster-board in the assigned the chapter Summary
chapter. There are does not
Summary is some describe
 attached to grammatical what
poster board and happened in
There are little punctuational the assigned
to few errors chapter.
grammatical There are
and many
punctuational grammatical
errors and
punctuationa
l errors

Has included a Drawing is Drawing is Drawing is

drawing on the clean and complete and unfinished or
poster-board colorful and attached to not attached
that illustrates attached to the poster board to the poster
what happened poster board Drawing board
in the chapter Drawing illustrates Drawing
they were illustrates most things does not
assigned perfectly what that accurately
happened in happened illustrate
the assigned within the what
chapter assigned happened in
chapter the assigned
chapter

Has included a Poem is neatly Poem is Poem is

poem that is laid out attached to incomplete
relevant to that Poem is clearly poster board or there is no
chapter they relevant to the Poem is poem
were assigned assigned somewhat attached
chapter relevant to Poem is
There are little the assigned shows no
to few chapter relevance to
grammatical There are the assigned
and some chapter
punctuational grammatical There are
errors and many
punctuational grammatical
errors and
punctuationa
l errors

Presents Student Student Student

information on speaks loud presents the does not
posterboard and clear poster board present the
 appropriately Student to the class poster board
and accurately presents appropriately accurately
explains in Student goes Student
great detail over each does not go
what each required over each
required material required
material is Knowledge of material
Knowledge of the assigned There is no
the assigned chapter is knowledge
chapter is apparent of the
apparent assigned
chapter
apparent

Objective Test:

Multiple Choice: Circle the best answer.

What are the names of Henrys friends?

A.) Betty and Ramona
B.) Beezus and Ramond
C.) Ramona and Beezus
D.) Rosey and Beatrice

What kind of hat does Henry want to wear after his mother has trouble cutting his hair?
A.) sailor hat
B.) baseball cap
C.) cowboy hat
D.) astronaut helmet

True or False: Write True if the statement is true or write False if its false.

1.) Henrys father offered to raise his allowance to 15 cents a week if he took out the
garbage everyday.

2.) Ramona stole Ribsys toy ball after Ribsy ate her ice cream cone.
Matching: Draw a line to match each character to the correct description.

1.) Ribsy A.) This character had to take her

car in for an oil change

2.) Mrs. Huggins B.) Henrys dog

3.) Miss Mullen C.) This character wants to take

Henry fishing

4.) Mr. Grumbie D.) This character is the school

principal who helped
Ramona off the jungle gym

5.) Mr. Huggins E.) This character joins Henry

and his father on the
fishing trip.

Essay Questions: Answer the following essay questions to the best of your ability. You
will have 20 minutes to complete both questions. Please provide a 2-3 paragraph
response for each question. You will be graded on the accuracy of your grammar and
punctuation.

1.) After Ribsy stole and ate the policemans lunch, Mr. Huggins was disappointed in
Henry and his ability to take care of his dog. Henry ended up promising to keep Ribsy
out of trouble. Give an example of a time when someone was disappointed in you. What
did you do wrong? How did you make the other person feel? How did you feel? What
did you do to make it right?
2.) In the story, Henry used a unique method to pulling out his teeth. Write about the
time you lost your first tooth. How did you lose your first tooth? Would have Henrys way
of pulling teeth worked for you?

Short Answer: Answer the following questions in 1-2 complete sentences.

1.) What would you do to keep a dog like Ribsy from getting into trouble?

2.) Why does Mr. Huggins want Henry to take out the trash every day?

Assessment Plan Evaluation:

Strengths:

I think my assessment plan promotes creative learning and allows my students to

own their knowledge
My assessments are meant to be fun, which will help with student engagement

Weaknesses:

I wish I would have choose another standard to go along with this plan so I had
more content to help create my assessments
I wish I would have spent more time on this assessment plan